Instructional Strategies and SLA in Early French Immersion

Harley, Birgit

doi:10.1017/s0272263100011980

Cited by 134 publications

(94 citation statements)

References 28 publications

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“…However, the second category refers to the structures which do not easily let the formulation of clear-cut rules in how to use them, like English prepositions or article system. Furthermore, as Harley (1993) claims English simple past tense is an appropriate form in FonF instruction, as it is different in non-obvious ways from the learners' first language and as it is probably misinterpreted by learners. In addition, …”

Section: Target Structurementioning

confidence: 99%

The Impact of Textual Input Enhancement and Explicit Rule Presentation on Iranian Elementary EFL Learners’ Intake of Simple Past Tense

Nahavandi¹,

Mukundan²

2012

ELT

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The present study investigated the impact of textual input enhancement and explicit rule presentation on 93 Iranian EFL learners' intake of simple past tense. Three intact general English classes in Tabriz Azad University were randomly assigned to: 1) a control group; 2) a TIE group; and 3) a TIE plus explicit rule presentation group. All participants were given 3 reading texts and comprehension questions to complete. For participants in groups 2 and 3 the input was textually enhanced through bolding. Participants in group 3 in addition had explicit rule presentation of simple past tense. Intake of simple past tense was measured through performance on a Multiple-Choice Recognition Tests. The results showed that there was a significant difference among pretest, first posttest and delayed posttest. Posttest 1 was significantly higher than posttest 2. Furthermore, TE+ rule presentation group significantly outperformed the control group in both posttest1 and posttest 2. The study concluded with some pedagogical implications.

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Section: Target Structurementioning

confidence: 99%

The Impact of Textual Input Enhancement and Explicit Rule Presentation on Iranian Elementary EFL Learners’ Intake of Simple Past Tense

Nahavandi¹,

Mukundan²

2012

ELT

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“…Research has consistently shown that proficiency in a language is not developed one linguistic item at a time (Long, 1991). Further, because it is unknown which forms are open to FFI and which are not (Harley, 1993), sequential instruction based on linguistic forms contradicts the findings of research done in both CLT and FFI. It is, therefore, illogical to structure textbooks in such a manner.…”

Section: Issues In Grammar Textbooksmentioning

confidence: 91%

Form-Focused Instruction in Communicative Language Teaching: Implications for Grammar Textbooks

Millard¹

2000

TESL

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This article examines a number of adult ESL grammar textbooks via an authordesigned checklist to analyze how well they incorporate the findings from research in communicative language teaching (CLT) and in form1ocused instruction (FFI). It concludes that although afew textbooks incorporate some of the research findings in CLT and FFI, they are not necessarily those chosen by the teaching institutions. The Need for New GrammarIt has long been accepted by practitioners and academics alike that communicative language teaching (CLT) is the preferred way ESL should be taught (Savignon, 1991). Research in several CLT programs has, however, continually uncovered serious limitations in the exclusive CLT model. Studies done in the 1980s and 1990s showed that French immersion in Canada, one of the best examples of true CLT as it exists today (Krashen, 1985), consistently produced students who did not develop native-like abilities in written or oral production or sociolinguistic skills even after six or seven years of instruction (Genesse, 1987;Harley, 1991;Harley & Swain, 1984;Lapkin, Swain, & Cummins, 1983;Lyster, 1994;Swain, 1985;Swain & Lapkin, 1982). Similarly, research in CLT-based intensive ESL programs in Quebec (Spada & Lightbown, 1989) and New Brunswick (Lightbown, 1992) has also found that although the fluency of students in the CLT programs differs significantly from that of their counterparts in more traditional programs, there is often a lack of grammatical accuracy (Lightbown, 1991(Lightbown, , 1992Lightbown & Spada, 1990). These findings suggest that some form of grammatical instruction needs to be included in CLT programs.This grammatical instruction, known as form-focused instruction 1 (FFI), was originally designed to be instruction "that overtly draws students' attention to linguistic elements as they arise incidentally in lessons whose overriding focus is on meaning or communication" (Long, 1991, pp. 45-46). Recently, however, some researchers have questioned this exclusively reactive approach to FFI and have suggested that more isolated proactive teaching is necessary for some students to learn some forms (see Spada, 1997 for a review). Further, the issue of how explicit the FFI needs to be to have learners notice the gap between their language production and that of native speakers TESL CANADA JOURNAUREVUE TESL DU CANADA VOL. 18, NO.1, WINTER 2000 47 is largely unclear (Schmidt, 1990). Research does suggest, however, that explicit teaching and/or feedback may be required to learn many, but not all, aspects of a second language (Spada, 1997). Regardless of which approach is favored, it is clear that the grammar teaching must not be done in isolation, but should be incorporated into CLT. This is necessary as research into both CLT and FFI suggests that learners need both communication to obtain high levels of fluency and form-oriented instruction to reduce errors (Long, 1990(Long, , 1991Savignon;Spada, 1997). Issues in Grammar TextbooksTraditionally, authors and textbook publishers have designed ESL gr...

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“…Krashen claims that aptitude is irrelevant to language acquisition, because unconscious and implicit, rather than conscious and explicit, processes are at work in natural language development. Abrahamsson and Hyltenstam (2008), however, refer to more recent studies by Harley andHart (2002), DeKeyser (2000) which have suggested that Stellenbosch University http://scholar.sun.ac.za language aptitude may play a decisive role in naturalistic SLA -and perhaps an even more decisive role than it plays in instructed SLA -because acquiring a language implicitly, by having to discover grammatical regularities and phonetic patterns merely from language exposure, can be seen as an even greater challenge than learning it through pronunciation tutoring and explicit grammar instruction (Abrahamsson & Hyltenstam 2008: 486). Abrahamsson and Hyltenstam's (2008: 503) own research results have revealed that "language aptitude is not a necessary condition for eventually sounding like a native speaker, but it is a significantly advantageous condition for attaining a level of L2 proficiency identical to that of native speakers".…”

Section: 72mentioning

confidence: 99%

First additional language teaching in selected grade 4 – 6 classes in Western Cape urban schools: The case of Afrikaans

Thornhill

Cordeur

2016

J. Lang. Teach.

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Instructional Strategies and SLA in Early French Immersion

Cited by 134 publications

References 28 publications

The Impact of Textual Input Enhancement and Explicit Rule Presentation on Iranian Elementary EFL Learners’ Intake of Simple Past Tense

The Impact of Textual Input Enhancement and Explicit Rule Presentation on Iranian Elementary EFL Learners’ Intake of Simple Past Tense

Form-Focused Instruction in Communicative Language Teaching: Implications for Grammar Textbooks

First additional language teaching in selected grade 4 – 6 classes in Western Cape urban schools: The case of Afrikaans

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